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University of UtahCollege of Social Work

Bachelor of Social Work Program

SW 2100 Human Behavior and the Social Environment (HBSE I) (3 credit hours)

Instructor: Scott W. Boyle, Ph.D. Telephone Number: 801-585-7151 Email: [email protected] Office Number: 326Class Time: TBA Classroom: OnlineOffice Hours: By appointment

Course description: This course employs theory and research findings to understand and assess functioning of individuals, families, and small groups in their social environment. This course emphasizes biopsychosocial and spiritual systems approaches for analyzing the impact of various inner and outer forces on individual, family, and small group dynamics.

Prerequisites:Prerequisite or co-requisite: PSY 1010, SOC 1010, and BIOL 1210 or 1010.

Text: Ashford, J. B., and Lecroy, C. W. (2013) Human behavior in the social environment: A multidimensional perspective (5th Ed). Belmont, CA: Brooks/Cole.

Council on Social Work Education (CSWE)

CSWE is the accrediting body for undergraduate and graduate social work programs in the United States. They developed the Educational Policy Accreditation Standards (EPAS) by which curriculum and programs are assessed and accredited (See Appendix A).

ADA Statement

The University of Utah seeks to provide equal access to its programs, services and activities for people with disabilities. If you will need accommodations in the class, reasonable prior notice needs to be given to the Center for Disability Services (CDS), 162 Olpin Union Building, (801) 581-5020 (V/TDD). CDS will work with you and the instructor to make arrangements for accommodations. All information in this course can be made available in alternative format with prior notification from the Center for Disability Services.

Wellness Statement

Personal concerns such as stress, anxiety, relationship difficulties, depression, cross-cultural differences, etc., can interfere with a student’s ability to succeed and thrive at the University of

mailto:[email protected]

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Utah. For helpful resources contact the University Counseling Center (801) 581-6826 and/or Center for Student Wellness (801) 581-7776.

Violence and Harassment

Title IX makes it clear that violence and harassment based on sex and gender (which includes sexual orientation and gender identity/expression) is a Civil Rights offense subject to the same kind of accountability and the same kinds of support applied to offenses against other protected categories such has race, national origin, color, religion, age, status as a person with a disability, veteran’s status, or genetic information. If you or someone you know has been harassed or assaulted, you are encouraged to report it to the Title IX Coordinator in the Office Equal Opportunity and Affirmative Action, 135 Park Building, (801) 581-8365, or the Office of the Dean of Students, 270 Union Building, (801) 581-7066. For support and confidential consultation, contact the Center for Student Wellness, 426 SSB, (801) 581-7776. To report to the police, contact the Department of Public Safety, (801) 585-2677 (COPS).

Gender Pronoun and Name Preferences

Class rosters are provided to the instructor with the student’s legal name as well as “Preferred first name” (if previously entered by you in the Student Profile section of your CIS account). While CIS refers to this as merely a preference, I will honor you by referring to you with the name and pronoun that feels best for you in class, on papers, exams, group projects, etc. Please advise me of any name or pronoun changes (and update CIS) so I can help create a learning environment in which you, your name, and your pronoun will be respected. If you need assistance getting your preferred name on your UID card, please visit the LGBT Resource Center Room 409 in the Olpin Union Building, or email [email protected] to schedule a time to drop by. The LGBT Resource Center hours are Monday through Friday 8:00am-5:00pm, and 8:00am-6:00pm on Tuesdays.

Veteran Center

If you are a student veteran, the University of Utah has a Veterans Support Center located in Room 161 in the Olpin Union Building. Hours: Monday through Friday 8:00am-5:00pm. Please visit their website for more information about what support they offer, a list of ongoing events and links to outside resources: http://veteranscenter.utah.edu/. Please also let me know if you need any additional support in this class for any reason.

Learners of English as an Additional/Second Language

If you are an English language learner, please be aware of several resources on campus that will support you with your language and writing development. These resources include: the Writing Center (http://writingcenter.utah.edu/) ; the Writing Program (http://writing-program.utah.edu/) ; the English Language Institute (http://continue.utah.edu/eli/ ). Please let me know if there is any additional support you would like to discuss for this class.

http://continue.utah.edu/eli/

http://writing-program.utah.edu/

http://writingcenter.utah.edu/

http://veteranscenter.utah.edu/

mailto:[email protected]

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Academic Integrity Statement

Student Code of Conduct: While scholastic dishonesty is not anticipated, students shall be subject to The University of Utah’s policy on this subject. See Code of Student Rights and Responsibilities Policy at http://www.admin.utah.edu/ppmanual. Students are encouraged to familiarize themselves with this policy and standards. Please note that academic misconduct violates the NASW Code of Ethics, and represents a failure to achieve learning outcomes related to EPAS 2.1.2, social work ethics and professional conduct.

Academic Misconduct

The College of Social Work does not permit or tolerate academic misconduct. The following information is drawn from the University of Utah’s Code of Student Rights and Responsibilities (http://www.regulations.utah.edu/academics/6-400.html):

“Academic misconduct includes, but is not limited to, cheating, misrepresenting one's work, inappropriately collaborating, plagiarism, and fabrication or falsification of information, as defined further below. It also includes facilitating academic misconduct by intentionally helping or attempting to help another to commit an act of academic misconduct.

1. Cheating involves the unauthorized possession or use of information, materials, notes, study aids, or other devices in any academic exercise, or the unauthorized communication with another person during such an exercise. Common examples of cheating include, but are not limited to, copying from another student's examination, submitting work for an in-class exam that has been prepared in advance, violating rules governing the administration of exams, having another person take an exam, altering one's work after the work has been returned and before resubmitting it, or violating any rules relating to academic conduct of a course or program.

2. Misrepresenting one's work includes, but is not limited to, representing material prepared by another as one's own work, or submitting the same work in more than one course without prior permission of both faculty members.

3. Plagiarism means the intentional unacknowledged use or incorporation of any other person's work in, or as a basis for, one's own work offered for academic consideration or credit or for public presentation. Plagiarism includes, but is not limited to, representing as one's own, without attribution, any other individual’s words, phrasing, ideas, sequence of ideas, information or any other mode or content of expression.

4. Fabrication or falsification includes reporting experiments or measurements or statistical analyses never performed; manipulating or altering data or other manifestations of research to achieve a desired result; falsifying or misrepresenting background information, credentials or other academically relevant information; or selective reporting, including the deliberate suppression of conflicting or unwanted data. It does not include honest error or honest differences in interpretations or judgments of data and/or results.”

http://www.regulations.utah.edu/academics/6-400.html

http://www.admin.utah.edu/ppmanual

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Official Drop/Withdrawal

The last day to drop classes is Friday, September 1st; the last day to withdraw from this class is Friday, October 20th. Please check the academic calendar for more information pertaining to dropping and withdrawing from a course. Withdrawing from a course and other matters of registration are the student’s responsibility.

Content Accommodation

The content of this course is largely mandated by the requirements of CSWE. In accordance with University of Utah policy, students are encouraged to familiarize themselves with these requirements before requesting substantive content accommodations.

Instruction and Learning Methods

The primary teaching methods utilized in the course include lectures, small and large group exercises, experiential exercises, group and community meetings, electronic media, guest speakers, and film/media. Students will have numerous opportunities to examine issues of individual interest that support their professional development. Students are responsible for their own learning; as such, students are expected to attend class and participate in a manner that will help them achieve the learning goals, objectives and practice behaviors for the course. This course requires critical thinking, skillful writing composition, and verbal discourse, where knowledge and information is shared with others.

Course Expectations

1. Student Expectations: Students are expected to engage in courteous communication with instructors and peers inside and outside of the classroom; and showing respect for others’ opinions. When communicating with instructors or peers electronically, please be aware that standards of professional behavior apply. Integral to higher education is the exchange of ideas, which may include new, controversial and/or diverse ideas, and sometimes we will not agree with the ideas we encounter in readings, discussions, or class presentations. However, under all circumstances, we will treat others with respect and act professionally. Students are responsible for their own learning and contributing to a larger learning community in the classroom. It is imperative that students stay on schedule in order to learn valuable skills for social work practice. If a student misses three (3) or more classes, he/she risks not passing the course.

2. Instructor Expectations: The instructor is expected to demonstrate professional behavior, which means: informing students of changes to the course syllabus; informing students of changes to the class schedule; providing clear expectations on course assignments; providing clear and concise feedback on course assignments; returning assignments to students in a timely manner, and replying promptly to e-mail. Integral to higher education is the exchange of ideas, which may include new, controversial and/or diverse ideas, and

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sometimes we will not agree with the ideas we encounter in readings, discussions, or class presentations. However, under all circumstances, we will treat others with respect and act professionally.

3. Course Assignments: Due dates for any written assignments given will be posted on CANVAS. They are to be submitted electronically via CANVAS. All written assignments that are submitted late will receive a one (1) point deduction for every day it is late (including weekends). Written assignments will be checked using anti-plagiarism software. The instructor reserves the right to grant an extension on course assignments. If the student anticipates needing an extension (i.e., emergency medical, personal, and/or familial), the student is expected to communicate with the instructor as soon as possible. No extension requests will be approved on assignments that are due within 48 hours.

4. Incompletes: In accordance with University of Utah policies and procedures, Incomplete Grades are strongly discouraged. The University of Utah requires that a student has completed a minimum of 80% of the required course work before the instructor may grant an Incomplete. Please speak with the instructor before assuming an Incomplete will be granted.

5. Safety: As part of professional social work education, students will have assignments that involve working in agency settings and engaging with the community. As such, these assignments may present some risks. Sound choices and caution may lower risks inherent to the profession. It is the student’s responsibility to be aware of and adhere to policies and practices related to agency and/or community safety. Students should notify the appropriate authority regarding any safety concerns.

6. Confidentiality: Personal disclosure is not an expectation or requirement of this course. However, it may be appropriate for students to share information during class as it relates to learning about a particular topic. Students are expected to adhere to all professional standards of confidentiality during the semester.

7. E-mail Correspondence: It is preferable that e-mail correspondence to the instructor come from a UMail account (ending in @ utah.edu). E-mail from non-UMail accounts may go to the instructor’s junk mail folder, which will not be reviewed. Senders must also validate that all submitted documents are in readable format (i.e., Microsoft Word). If the instructor receives corrupted documents, the instructor will inform the sender and the sender will be responsible for submitting a readable document. The use of e-mail correspondence has created expectations that the receiver of an e-mail receives and reads every e-mail within seconds of its activation by the sender. Unfortunately, these expectations are unreasonable for most people. The instructor will respond to e-mail correspondence in a timely manner and expects that students will respond in a similar fashion. “Timely” means within 48 hours. If you do not receive a response within this time frame, please re-send your e-mail and/or contact the instructor by phone.

8. At the end of the semester, students will have the opportunity to evaluate the course and the instructor using the official University of Utah course and instructor evaluation.

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Grading

Grading in this course is based upon the following activities and assignments. Since all graded assignments are related directly to course objectives, failure to complete any assignment will result in an unsatisfactory course grade. All written assignments are to be typed, double-spaced, with careful proofreading.

Exam #1 - Chapters 1- 4 80 pts.Exam #2 - Chapters 5- 6 40 ptsExam #3 - Chapters 7- 8 40 ptsExam #4 - Chapter 9 20 ptsExam #5 - Chapters 10-11 40 ptsExam #6 - Chapter 12 20 ptsQuizzes 5-10 pts eachBehavior modification program 15 ptsAssessment questions 5 ptsGroup Discussion TBAOther as assigned by the instructor TBA

The University of Utah adheres to the following grading policy, which will be applied in this course:

A = 100-94% B = 86-84% C = 76-74% D = 66-64%A- = 93-90% B- = 83-80% C- = 73-70% D- = 63-60%B+ = 89-87% C+ = 79-77% D+ = 69-67% E = <60%

Course Assignments

Grading in this course is based upon the following assignments. Since all graded assignments are related directly to course objectives, failure to complete any assignment may result in an unsatisfactory course grade. In accordance with the policy of the BSW Program, students earning a grade at or below 73% (C-) will be subject to dismissal from the program. Please refer to your academic adviser and/or BSW Student Handbook for more detail.Course Outline (Professor reserves the right to adjust the schedule/assignments as needed)

Week 1 – August 21

Unit 1: Topic:Multidimensional framework for assessing social functioningThe limits of one-dimensional approachesWe cannot reduce person and environment problems to a single causeWhy do social workers study human behavior and the social environment?Humans: Social or cultural animals?Cultural values and ethnocentrism

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Multidimensional frameworkApplying the multidimensional frameworkModels for assessing social functioningLife-span versus life-course perspectives on human development

Readings: Chapter 1 in text

Week 2 – August 28

Unit 2: Biophysical dimensions for assessing social functioningBiological theoriesBiophysical growth and developmentBiochemical systems, the brain, and behaviorBiochemical processes in the nervous systemBiophysical strengths: physical resilience and allostasis


Week 3 – September 4

Unit 3: Psychological dimensions for assessing social functioning Psychological theories

Cognitive development and information processingStructural theories of moral behaviorCommunicationAttitudes and emotionsSocial cognition and regulationPsychological strengths, hazards, and risks



Unit 4: Social dimensions for assessing social functioningSocial theoryGroups and familiesSupport groups and communitiesOrganizations and social institutionsMulticultural, gender, and spiritual considerationsSpiritual considerations and competenceSocial strengths, hazards, and risks


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Exam #1 Chapters 1-4 (Take Home)Week 5 – September 18

Unit 5: Pregnancy, birth, and the newbornDevelopmental themesBiophysical dimension

Biophysical growth and developmentBiophysical strengths, hazards, and risks

Psychological dimensionCognitive development and information processingCommunicationAttitudes and emotionsSocial cognition and regulationPsychological strengths, hazards, and risks

Social dimensionGroups, families, communities, and support systems Multicultural, gender, and spiritual considerationsSocial strengths, hazards, and risks



Unit 6: InfancyDevelopmental themesBiophysical dimension



Social dimensionGroups and familiesCommunities and support systems Multicultural, gender, and spiritual considerationsSocial strengths, hazards, and risks


Week 7 – October 2 EXAM #2 Chapters 5 and 6

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Week 8 – October 9 – Fall Break – No Class

Week 9 – October 16

Unit 7: Early childhoodDevelopmental themesBiophysical dimension




Readings: Chapter 7 in textKawulich, B. B., & Curlette, W. L. (1998). Life tasks and Native American Perspectives. Journal of Individual Psychology, 54(3), 359-367.

Week 10 – October 23

Unit 8: Middle ChildhoodDevelopmental themesBiophysical dimension




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Readings: Chapter 8 in textWhaley, A. L. (2000). Sociocultural differences in the developmental consequences of the use of physical discipline during childhood for African Americans. Cultural Diversity and Ethnic Minority Psychology, 6(1), 5-12.

Week 11 - October 30 EXAM #3 Chapters 7 – 8

Weeks 12 & 13 – November 6 & 13

Unit 9: AdolescenceDevelopmental themesBiophysical dimension




Readings: Chapter 9 in text (Continued on next page)

Bureau of Indian Affairs (2000). List of Federally Recognized American Indian Tribes and Alaska Natives Federal Register, 65(49) 13299-13303 (handout).

Week 14 - November 20 EXAM #4 (Take Home)

Unit 10: Young AdulthoodDevelopmental themesBiophysical dimension


Psychological dimension Cognitive development and information processingCommunication

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Attitudes and emotionsSocial cognition and regulationPsychological strengths, hazards, and risks


Readings: Chapter 10 in textPatterson, S. L., & Marsiglia, F. F (2000). Mi casa es su casa.

Families in Society, 81(1), 22-31.

Week 15 - November 27

Unit 11: Middle AdulthoodDevelopmental themesBiophysical dimension



Social dimensionGroups and familiesCommunities and support systems Multicultural, gender, and spiritual considerationsSocial strength, hazards, and risks

Readings: Chapter 11 in text Waller, M. A., Risley-Curtiss, C., Murphy, S., Medill, A., & Moore, Harnessing the positive power of language: American Indian Women, a case example. Journal of Poverty, 2(4), 63-81.

Week 16 – December 4 Exam #5 Chapters 10 & 11

Unit 12: Late adulthoodDevelopmental themesBiophysical dimension

Biophysical growth and development

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Biophysical strengths, hazards, and risksPsychological dimension

Cognitive development and information processingCommunicationAttitudes and emotionsSocial cognition and regulationPsychological strengths, hazards, and risks


Readings: Chapter 12 in textBrave Heart, M. Y. H. (1999). Gender differences in the historical trauma response among Lakota. Journal of Health and Social Policy, 10(4), 1-21.

Finals Week December 11 – EXAM #6 Chapter 12

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APPENDIX A

Course objective, instructional materials, and assessment methods.

Course Objective/Practice Behavior

Instructional Materials Assessment Methods

Competency #2: apply social work ethical principles to guide professional practicePB 2.1 Recognize and manage personal values in a way that allows professional values to guide practice.

Textbook – Chapters 1-3Content on Values

Exam – Content on Values

PB 2.2 Make ethical decisions by applying standards of the National Association of Social Workers Code of Ethics, and, as applicable, of the International Federation of Social Workers/International Association of Schools of Social work Ethics in Social Work, Statement of Principles.

Class discussion on applying NASW code & ethical standards & the use of validated therapies and research on HBSE vs one’s personal beliefs and values that direct decision making. Student discussion.

PB 2.3 Tolerate ambiguities in resolving ethical conflicts.

Class discussion on the limitations of theories, the need to view HB from a multidimensional perspective & to tolerate gaps that may impact decision making.

Competency #3: apply critical thinking to inform and communicate professional judgmentsPB 3.1 Distinguish, appraise, and integrate multiple sources of knowledge, including research-based knowledge, and practice wisdom.

Textbook Chapters 1-12 6 Exams

PB 3.2 Analyze models of assessment, prevention, intervention, and evaluation.

Gina case Essay exam questions

PB 3.3 Demonstrate effective oral and written communications in working with individuals, families, groups, organization, communities, and colleagues.

Written assignment on behavioral self-change. Essay exam questions

Competency #4: engage diversity and difference in practice

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PB 4.1 Recognize the extent to which a culture’s structures and values may oppress, marginalize, alienate, or create or enhance privilege and power.

Textbook – Chapters 4-12 Pass exams #1

Competency #6: engage in research-informed practice and practice-informed researchPB 6.2 Use research evidence to inform practice

Textbook – Chapters 1-12 Pass 6 exams

Competency #7: apply knowledge of human behavior and the social environmentPB 7.1 Utilize conceptual frameworks to guide the processes of assessment, intervention, and evaluation.

Textbook – Chapters 1-12 Pass 6 examsbehavioral self change program

PB 7.2 Critique and apply knowledge to understand person and environment

Textbook – Chapters 1-12 Pass 6 exams

Competency #10: engage, assess, intervene, and evaluate with individuals, families, groups, organizations, and communitiesPB 10.4 Collect, organize, and interpret client data.

Readings from the text chapters 1-12 Behavioral self-change project.Children’s assessments

Pass 6 exams Pass

Complete behavioral project that 74% or better

PB 10.5 Assess client strengths and limitations

Gina’s case - Accurately assess Gina’s case according to multiple theories.

Pass essay exam questions

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XIII: Bibliography

The following bibliography contains articles and readings that may be used either to complete one or more assignments in this course or to extend your knowledge in a specific area of social work. The bibliography is not intended to provide an exhaustive list on any particular topic but only to familiarize you with some of the literature in our field. Every year, students find and recommend articles or readings they believe should be added to the bibliography. Please feel free to do the same.

Austin, C. D. (1990). Case management: Myths and realities. Families in Society, 71(7): 398-407.Cournoyer, B. (2000). The Social Work Skills Workbook. (2nd Ed.). Pacific Grove, CA: Brooks/Cole

Publishing Co.Daley, A., Jennings, J., Beckett, J. O., & Leashore, B. R. (1994). Effective coping strategies of African

Americans. Social Work, 40(2), 240-247.DiNitto, D. & McNeece, C. A. (1997). Social work: Issues and opportunities in a challenging profession.

(2nd Ed.). Boston, MA: Allyn & Bacon.Dore, M. M. & Dumois, A. O. (1990). Cultural differences in the meaning of adolescent pregnancy.

Families in society: The journal of contemporary human services, 71(2): 93-101.Fiene, J. I. (1991). The construction of self by rural low-status Appalachian women. AFFILIA Journal of

women and social work, 6(1): Issue.Germain, C. B. & Gitterman, A. (1996). The life model of social work practice: Advances in therapy and

practice. (2nd. Ed.). New York, NY: Columbia University Press.Ivey, A. E. (1994). Intentional interviewing and counseling - facilitating client development in a

multicultural society. (3rd Ed.). Pacific Grove, CA: Brooks/Cole Publishing Co.Kemp, S. P., Whittaker, J. K., & Tracy, E. M. (1998). Person-environment practice: The social ecology

of interpersonal helping. Hawthorne, NY: Aldine de Gruyter.Korr, W. S., & Cloninger, L. (1991). Assessing models of case management: An empirical approach.

Journal of Social Service Research, 14(2): 129-146.Krajewski-Jaime, E. R. (1991). Folk-healing among Mexican-American families as a consideration in the

delivery of child welfare and child health care services. Child welfare, 70(2), 157-167.LeCroy, C. W. (1992). Case studies in social work practice. Belmont, CA: Wadsworth.Lee, J. (1994). Empowerment approach to social work practice. Irvington: Columbia University Press.Leigh, J. (1997). Communicating for cultural competence. Needham Heights, MA: Allyn and Bacon.Moore, S. T. (1990). A social work practice model of case management: The case management grid.

Social Work, 35(5): 444-448.Morrow, D. F. (1993). Social work with gay and lesbian adolescents. Social Work, 35(5), 444-448.National Association of Social Workers (1996). NASW Code of Ethics, Washington, D.C.: Author.Parsons, J. R. (1991). The mediator role in social work practice. Social Work, 36(6): 483-487.Pires, Sheila A. (2002). Building Systems of Care: A Primer. Human Service Collaborative.

Washington, DC.Proctor, C. D. & Groze, V. K. (1994). Risk factors for suicide among gay, lesbian, and bisexual youths.

Social Work, 39(5), 504-511.Rothman, J. (1998). From the front lines: Student cases in social work ethics. Needham Heights, MA:

Allyn and Bacon.Sheafor, B. W., Horejsi, C. R. & Horejsi, G. A. (2000). Techniques and guidelines for social work

practice. Boston, MA: Allyn and Bacon.

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Simon, B. (1994). The empowerment tradition in American social work: A history. New York, NY: Columbia University Press.

Specht, H. & Courtney, M. (1994). Unfaithful angels: How social work has abandoned its mission. New York: Free Press.

Taylor, P. & Daly, C. (1995). Gender dilemmas in social work. CSPI-The Social Work Publisher.Thornton, S. & Garrett, K. (1995). Ethnography as a bridge to multicultural practice. Journal of Social

Work Education. 3(1), 67-74.Van Gelder, L., & Brandt, P. R. (1996). The girls next door: Into the heart of lesbian America. Old

Tappan, NJ: Simon and Schuster.

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